• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.1
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• pp.71-76
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• 2023

Recently, a memory management strategy that utilizes read and write references separately is attracting attention. This is due to the emergence of new storage media with asymmetric read/write latencies and different read/write access characteristics of software. Existing research assumes that operating systems can differentiate between read/write references that occur on each memory page, but most memory architectures do not support a way to distinguish them. Unlike previous studies, this paper proposes a software method that reflects the read/write characteristics of page references by utilizing the reference and modified bits of each page. Simulations show that the proposed policy has almost similar effects to existing studies with hardware support.

• The Journal of Korean society of community based occupational therapy
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• v.6 no.1
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• pp.13-23
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• 2016

Objective : The aim of the present study was to investigate the effect of aloud reading on handwriting legibility in low-level elementary school children. Methods : The subject of the present study consisted of 45 elementary school 2nd graders who were normally developed checked by the Developmental Test of Visual Perception. Experimental period was conducted total six times that Pre-evaluation once, four times intervention, and Post-evaluation once from November 2 to November 25, 2015. When Pre-evaluation and Post-evaluation was measured the handwriting legibility and speed using Handwriting Skill Test. When intervention divided and implemented to experimental group who handwriting with aloud reading, control group1 who only handwriting, and control group2 who nothing. Pre-evaluation and Post-evaluation identified change the handwriting legibility using Handwriting Skill Test. Result : After intervention, handwriting legibility improve female than male. At word card1, control group1 improve significantly handwriting legibility within group and control group2 come out significant difference but handwriting legibility decrease. At word card2, experimental group and control group1 improve significantly handwriting legibility within group. Experimental group and control group1, control group1 and control group2 come out significant difference between group. Conclusion : The present study demonstrates that handwriting training improve handwriting legibility to elementary school 2nd graders.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• The KIPS Transactions:PartA
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• v.15A no.5
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• pp.275-286
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• 2008

Fast File System(FFS) utilizes large disk bandwidth to improve the write performance of large files. One way to improve the performance is to write multiple blocks of a large file at a single disk I/O through the disk bandwidth. However, rather than disk bandwidth, the performance of small file writes is limited by disk access times significantly impacted by disk movements such as disk seek and rotation because FFS writes each of small files at a single disk write. We propose CW-FFS (Co-Writing Fast File System) to improve the write performance of small files by minimizing the disk movements that are needed to write small files to disks. Its key technique called co-writing scheme is to dynamically collect multiple small files named by a given directory and then write them at a single disk I/O to contiguous disk locations. Co-writing several small files at a single disk I/O reduces multiple disk movements that are needed for small file writes to one single disk movement, thus increasing the overall write performance of write-intensive applications. Furthermore, a file allocation scheme is introduced to prevent co-writing scheme from having a negative impact on disk spatial locality of small files named by a given directory. The measurement of our technique implemented in the OpenBSD 4.0 shows that CW-FFS increases the performance of small file writes over FFS in the range from 5 to 35% in the Postmark benchmark.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Proceedings of the Korean Information Science Society Conference
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• 2004.10b
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• pp.199-201
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• 2004

모바일 장치에서 많이 사용되는 플래시 메모리는 작고, 저전력을 사용하며 내구성을 지니는 비휘발성 저장장치이다. 플래시 메모리의 읽기 속도는 램과 비슷하며, 대용량화 되어가고 있지만 쓰기 속도가 램에 비해 느리고, 블록에 대한 쓰기가 제한되어 있다. 현재의 디스크 기반의 DBMS 와는 달리 플래시 메모리용 저장장치를 설계함에 있어 트랜잭션 실패시의 회복기법이 같은 블록에 다시 쓰기가 불가능한 플래시 메모리의 특성을 고려하는 것이 중요하다. 본 연구에서 LFS에 Shadow Paging을 응용하여 플래시 메모리의 블록에 대한 쓰기 횟수를 줄이고 플래시 메모리의 특성에 맞추어 트랜잭션 실패시 효율적인 데이터 복구를 가능하게 하는 회복기법을 제안한다.

• Proceedings of the Korean Information Science Society Conference
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• 2004.10a
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• pp.688-690
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• 2004

플래시 메모리는 롬(ROM)의 특성과 램(RAM)의 특성, 저전력 등의 이점을 바탕으로 임베디드 시스템의 저장 장치로 많이 사용되고 있다. 그러나 특성상 읽기와 쓰기 연산의 속도가 많이 다르고, 쓰기 연산을 한번 수행한 부분에 다시 쓰기 연산을 하기 위해서는 먼저 지우기 연산을 수행해야 하고, 지울 수 있는 회수도 제한되어 있는 단점을 가지고 있다. 따라서 본 논문에서는 이런 특성들을 고려하여 저장 장치로서 플래시 메모리를 사용할 때 운영교제에서 최적화할 수 있는 부분 중 가상 메모리 시스템의 페이지 프레임 회수 기법을 최적화하여 쓰기와 지우기 연산의 수를 줄일 수 있는 방법을 제시한다.

• The Journal of Korean Academy of Sensory Integration
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• v.9 no.1
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• pp.21-31
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• 2011

Objective : This study investigated the relationships of handwriting legibility and perceptual-motor skills, and handwriting speed and perceptual-motor skills. And identified the predictors that most affect the handwriting of preschool children. Methods : Twenty-three typically developing preschool aged children (mean age: 68.61 months, SD=2.04) were selected through the Korean-Denver Developmental Screening Test-2(K-DDST-2). The children were tested with regard to handwriting legibility, visual perception, visual-motor integration and fine-motor coordination. Results : First, a significant relationship was not found among handwriting legibility, visual perception, visualmotor integration and fine-motor coordination. Second, a significant relationship was found among handwriting speed, visual perception and fine-motor coordination. Third, stepwise multiple regression analyses showed that general visual perception were significant predictors for handwriting speed. Conclusion : Occupational therapists should evaluate children's visual perception levels utilizing a standardized test, and focus on general visual perception in order to improve handwriting skill(speed). Also, occupational therapists are expected to play an important role in the management and treatment of children's handwriting skills.

• Therapeutic Science for Rehabilitation
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• v.5 no.1
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• pp.77-87
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• 2016

Objective : The purpose of this study is to investigate the impact of task-oriented approach based on upper limb coordinated movement on the ability of the Korean handwriting in children with developmental coordination disorder(DCD). Methods/Design : This randomized controlled trial designed as a pre-/post- test will compare the effectiveness of task-oriented approach and process-oriented approach on handwriting performance for children with DCD aged 5 to 10. These interventions consist of 10 training sessions and 4 assessment sessions over 7weeks. Children will be measured regard to handwriting legibility, speed and pre-handwriting skills including upper limb movement skills, visual perception and visual motor coordination. Conclusion : This is the first attempt to investigate effects of a task-oriented approach in children with DCD. The significance of this study is to provide the clinical evidences to apply the task-oriented approach improves the children's handwriting performance. Furthermore it will also present a more effective intervention for handwriting by figuring out each approach's impact on the improvement of pre-handwriting skills.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.324-337
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• 2021

This study examined the position and the characteristics of Korean writing textbooks in the rationales for writing education. Also, it explored the activities of writing knowledge formation based on the rationales in order to further propose some suggestions for the development of writing textbooks afterward. For this, it chose four Korean writing textbooks and presented the analyzed results through the processes consisting of material gathering, open coding, deep coding, expression and presentation as ones for the text qualitative analysis. First, it researched how the rationales such as formalism, cognitivism, and social constructivism were applied to and manifested in those textbooks. Furthermore, it examined how the language activities in the textbooks were shown from the four dimensions such as the knowledge of language structure, the process knowledge, the context knowledge, and the content knowledge; in particular, it focused on the content knowledge. It found out the results as follows. The rationales in structuring the chapters were not consistent with inner structures and contents. All the four writing knowledges were applied to each textbook; however, the emphasis and the proportion were different in each textbook. Also, it pointed out the textbook which contains diverse activities to be able to help the learners form the content knowledge and this sort of textbook is more effective from the perspective of social constructivism. Based on those results, it discussed several points which can be considered in the development and the selection of Korean writing textbooks later.